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| A Guide with Chapter References to Discussions of no Child Left Behind Act of 2001 | |
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| Preface | |
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| School and Society | |
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| The History and Goals of Public Schooling | |
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| Historical Goals of Schooling | |
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| The Political Goals of Schooling | |
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| The Social Goals of Schooling | |
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| The Economic Goals of Schooling | |
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| Human Capital and the Role of Business in American Education | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Education and Equality of Opportunity | |
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| The Relationship Between Schools and Equality of Opportunity | |
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| School Models for Equality of Opportunity | |
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| The Common-School Model | |
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| The Sorting-Machine Model | |
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| The High-Stakes Testing Model | |
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| Education and Income | |
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| The Bias of Labor Market Conditions on Educational Attainment, Income, and Gender | |
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| White Privilege: Race, Educational Attainment, and Income | |
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| The Asian Advantage: Race, Household Income, and Education | |
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| Social and Cultural Capital: Child-Rearing and Equality of Opportunity | |
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| Social and Cultural Capital: Preschool and Equality of Opportunity | |
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| Schooling: Why Are the Rich Getting Richer and the Poor Getting Poorer? | |
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| Rich and Poor School Districts | |
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| Social Class and At-Risk Students | |
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| Poverty Among School-Aged Children | |
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| The End of the American Dream: School Dropouts | |
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| Tracking and Ability Grouping | |
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| Social Reproduction | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Equality of Educational Opportunity: Race, Gender, and Special Needs | |
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| How Courts and the U.S. Census Bureau Have Defined Race | |
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| Equality of Educational Opportunity: Race, Courts, and Legislation | |
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| School Segregation Today | |
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| Second-Generation Segregation | |
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| The Struggle for Equal Education for Women | |
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| Students with Disabilities | |
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| Public Law 94-142: Education for All Handicapped Children Act | |
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| Writing an IEP | |
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| Which Children Have Disabilities? | |
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| Inclusion | |
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| Inclusion and No Child Left Behind | |
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| An Inclusion Success Story | |
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| The Inclusion Debate | |
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| Commission on Excellence in Special Education | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Student Diversity | |
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| Global Migration and the Immigration Act of 1965 | |
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| Mexican American Students and U.S. Schools | |
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| Asian American Students and U.S. Schools | |
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| Native American Students and U.S. Schools | |
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| Foreign-Born Population of the United States | |
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| The Changing Population of U.S. Schools | |
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| Educational Experiences of Immigrants to the United States | |
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| Languages of School-Age Children | |
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| Are U.S. Teachers Prepared for Language Diversity? | |
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| Immigration and the Social Construction of Racial Identity | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Multicultural and Multilingual Education | |
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| Cultural Differences in Knowing and Seeing the World | |
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| Biculturalism: Collectivist and Individualist Societies | |
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| The Difference Between Dominant, Dominated, and Immigrant Cultures | |
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| Dominated Cultures: John Ogbu | |
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| Empowerment Through Multicultural Education: James Banks, Sonia Nieto, and Critical Pedagogy | |
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| Empowerment Through Multicultural Education: Racism | |
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| Teaching About Racism | |
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| Empowerment Through Multicultural Education: Sexism | |
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| Educating for Economic Power: Lisa Delpit | |
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| Ethnocentric Education | |
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| Bilingual Education and English-Language Acquisition: No Child Left Behind | |
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| English Language Acquisition Act of 2001 | |
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| Globalization: Language and Cultural Rights | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Power and Control in American Education | |
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| Local Control, Choice, Charter Schools, and Home Schooling | |
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| The Education Chair | |
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| School Boards | |
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| School Choice | |
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| National Public School Choice Plan: No Child Left Behind Act of 2001 | |
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| Charter Schools | |
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| Are Charter Schools Failing? | |
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| For-Profit Companies and Charters | |
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| Charter Schools and For-Profit Global Education Corporations | |
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| Home Schooling | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Power and Control at State and National Levels: Political Party Platforms, High-Stakes Testing, and School Violence | |
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| Source of Federal Influence over Local School Policies | |
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| No Child Left Behind as Categorical Federal Aid | |
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| Increasing State Involvement in Schools | |
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| Federal and State Control Through High-Stakes Tests and Academic Standards | |
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| Consequences of Federal and State Control Through High-Stakes Testing | |
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| Federal and State Mandated Tests and Equality of Opportunity | |
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| Problems in Federal Control: Testing Students with Disabilities and English-Language Learners | |
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| Does Federally Mandated High-Stakes Testing Work? | |
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| Does Federal Testing Policy Promote Unethical Behavior | |
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| The Federal Government Decides the Reading War: No Child Left Behind | |
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| A Case Study: Student Violence and Federal Action | |
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| What Should Be the Federal Role in Education? Republican and Democratic Platforms 2008 | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| The Profession of Teaching | |
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| The Changing Roles of American Teachers | |
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| No Child Left Behind: Highly Qualified Teachers | |
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| The Rewards of Teaching | |
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| Working Conditions | |
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| Teacher Turnover | |
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| Teachers' Unions and Teacher Politics | |
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| Differences Between the Two Unions | |
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| A Brief History of the National Education Association (NEA) | |
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| A Brief History of the American Federation of Teachers (AFT) | |
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| Should Teachers Strike? | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Textbooks, Curriculum, E-Learning, Cyber Bullying, and Global Models of Curriculum and Instruction | |
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| Censorship Issues | |
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| Textbooks | |
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| Curricular Standards and the Political Nature of Knowledge | |
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| Censorship of the Internet and E-Learning | |
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| Cyber Bullying | |
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| Conflicting Curriculum Goals | |
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| The Global Models of Curriculum and Instruction | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| The Courts and the Schools | |
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| Drug Testing of Students | |
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| Students' Free Speech Rights | |
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| Gays, Boy Scouts, and the No Child Left Behind Act of 2001 | |
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| Sexual Harassment and Discrimination | |
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| Students' Access to Books | |
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| Student Suspensions | |
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| Do School Authorities Have the Right to Paddle Children? | |
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| Compulsion and Religion | |
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| Vouchers and Religious Schools | |
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| Child-Benefit Theory | |
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| Can States Regulate Private Schools? | |
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| Religion and State School Requirements | |
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| School Prayer, Bible Reading, and Meditation | |
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| Student Prayers | |
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| School Prayer and the No Child Left Behind Act of 2001 | |
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| Secular Humanism and the Religion of Public Schools | |
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| Evolution and Creationism | |
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| Parents' Rights | |
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| Teachers' Rights | |
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| Teachers' Liability | |
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| Teachers' Private Lives | |
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| The Language of the Schools | |
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| School Finances | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Credits | |
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| Index | |